The Number Line Model for Conceptual Understanding of Fractions

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OJSM_69_Spring2014_07.pdf (617.04 KB)

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2014

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Ohio Council of Teachers of Mathematics

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Abstract

This paper outlines misconceptions related to the number line model for describing fractions. Examples of student work from a local research project are provided to illustrate these misconceptions. Instructional strategies for representations and academic language to be used when working with the number line model are described.

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Ohio Journal of School Mathematics, no. 69 (2014), 7-11.

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http://hdl.handle.net/1811/78056

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Ohio Journal of School Mathematics: Number 69 (Spring 2014)